Page 2930 - Week 08 - Thursday, 25 June 2009

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(2) the Committee will investigate this issue and make recommendations with particular reference to:

(a) a longitudinal analysis of the ACT’s results in national and international assessments such as ACT Assessment Plan (ACTAP) (and 2008 National Assessment Program (NAPLAN)), other national assessments, Programme for International Student Assessment (PISA) and Trends in International Maths and Science Studies (TIMSS), with a particular focus on the performance of Indigenous students, students in the top achievement band, students from disadvantaged backgrounds, and students with English as a second language (ESL), in comparison to similar students in other jurisdictions and countries, where possible;

(b) best practice from national and international studies on ways to raise the performance of all students, with particular reference to literacy and numeracy, curriculum, assessment and teacher quality;

(c) the effectiveness and efficiency of current government programs and strategies to support literacy and numeracy achievement; and

(d) strategies for informing and engaging parents in support of their children’s literacy and numeracy development.

MS BRESNAN (Brindabella) (10.35): I move:

Omit all words after “That this Assembly”, substitute:

“refers to the Standing Committee on Education, Training and Youth Affairs for inquiry and report the extent of existing socio-economic differences in educational engagement and achievement in all ACT government and non-government schools, with particular reference to:

(1) educational engagement and outcomes for students of all interests and abilities, with reference to any implications of cultural background, including Indigenous and ESL students;

(2) engagement and achievement rates within the ACT student population including those related to national and international assessments, including:

(a) average outcomes;

(b) proportion of students below national and international assessment benchmarks; and

(3) qualitative assessments of educational experiences for students from different backgrounds;

(4) current programs and initiatives designed to address educational achievement gaps, including resources allocated and relevant experiences in other jurisdictions; and

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